Social Narratives Surrounding Dolphins: Q Method Study

Sickler, Jessica; Fraser, John; Webler, Thomas; Reiss, Diana; Boyle, Paul; Lyn, Heidi; Lemcke, Katherine; Gruber, Sarah

doi:10.1163/156853006778882457

Cited by 14 publications

(8 citation statements)

References 19 publications

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“…We proposed there may be a coherent set of beliefs across these overarching narratives borrowing from competing theories, not necessarily apparent to practitioners, but potentially discordant due to their implicit nature (see Sickler et al 2006). This Q-sort methodology study leveraged educators' personal EE beliefs to surface the multiple perspectives in the field.…”

Section: Research Question and Approachmentioning

confidence: 99%

Practitioners’ perspectives on the purpose of environmental education

Fraser

Gupta

Krasny

2014

Environmental Education Research

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Since the 1980s, scholars have suggested that environmental education (EE) has a 'definitional problem' represented by a multiplicity of perspectives that have critically impacted its discourse, practices, and outcomes. This study sought to investigate how North American EE practitioners from backgrounds ranging from formal and non-formal institutions think about their work. We focused on folk narratives and emerging urban environmental concerns of community education rather than reliance on academic opinion alone. Using Q methodology, the study identified five distinct perspectives that appear to represent different ways of prioritizing EE outcomes. All five perspectives were concerned with promoting sustainable living and improved human well-being, but the nuances suggest that an individual who adheres strongly to one may feel someone holding a contrasting perspective is working at cross-purposes. The authors suggest that understanding these perspectives can help reduce misunderstanding within the EE field.

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Section: Research Question and Approachmentioning

confidence: 99%

Practitioners’ perspectives on the purpose of environmental education

Fraser

Gupta

Krasny

2014

Environmental Education Research

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“…), farming styles (e.g., Davies & Hodge ), or options for designing an aquarium experience (Sickler et al. ).…”

Section: Study Characteristics and Types Of Questions Of Q Studies Inmentioning

confidence: 99%

When and how to use Q methodology to understand perspectives in conservation research

Zabala

Sandbrook

Mukherjee

2018

Conservation Biology

269

221

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Understanding human perspectives is critical in a range of conservation contexts, for example, in overcoming conflicts or developing projects that are acceptable to relevant stakeholders. The Q methodology is a unique semiquantitative technique used to explore human perspectives. It has been applied for decades in other disciplines and recently gained traction in conservation. This paper helps researchers assess when Q is useful for a given conservation question and what its use involves. To do so, we explained the steps necessary to conduct a Q study, from the research design to the interpretation of results. We provided recommendations to minimize biases in conducting a Q study, which can affect mostly when designing the study and collecting the data. We conducted a structured literature review of 52 studies to examine in what empirical conservation contexts Q has been used. Most studies were subnational or national cases, but some also address multinational or global questions. We found that Q has been applied to 4 broad types of conservation goals: addressing conflict, devising management alternatives, understanding policy acceptability, and critically reflecting on the values that implicitly influence research and practice. Through these applications, researchers found hidden views, understood opinions in depth and discovered points of consensus that facilitated unlocking difficult disagreements. The Q methodology has a clear procedure but is also flexible, allowing researchers explore long-term views, or views about items other than statements, such as landscape images. We also found some inconsistencies in applying and, mainly, in reporting Q studies, whereby it was not possible to fully understand how the research was conducted or why some atypical research decisions had been taken in some studies. Accordingly, we suggest a reporting checklist.

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“…(Haesly, 2005: 261). Sickler, et al (2006) report on a study conducted in preparation for the development of an exhibit in the United States on the cognitive abilities of dolphins. The aim was to determine potential visitors' social perspectives on dolphin intelligence and how belief might influence the acceptance of scientific information.…”

Section: Objectives and Research Questions: Consumer's Accounts Of Entertainment Valuementioning

confidence: 99%

“…Technically, it is a comprehensive set of stimuli or items regarding the research topic and problem. Items can be self-referring statements about the experience of viewing a film (Davis & Vladica, 2010;Michelle, Davis, & Vladica, 2011), visual methaphors of the Internet (Hogan, 2008), photographs of landscapes (Fairweather & Swaffield, 2001), names and logos of television channels or programs (Atwood, 1968;Reber & Harris, 2003), song lyrics (Maxwell, 2001), stories about dolphins (Sickler, et al, 2006), cartoons to study humour communicability (Kinsey, 1993;Kinsey & Taylor, 1982) and, in general, any other related factor which can be used to produce the Q sample. The main objective at this stage is to ensure enough breadth in the concourse to capture the diversity of thoughts, feelings, opinions and overall attitudes of respondents to the research subject.…”

Section: Objectives and Research Questions: Consumer's Accounts Of Entertainment Valuementioning

confidence: 99%

Understanding entertainment value: an investigation into the subjectivity of people who experience entertainment

Vladica¹

2021

Preprint

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The purpose of this doctoral dissertation and the research presented herein is to test and refine a general method of observing, capturing, describing and comparing subjective viewpoints on entertainment value. Of particular interest and equally important is the effort to provide a theoretical foundation for the conceptualization, operationalization, and empirical testing of the entertainment value concept, adopting the perspective of those experiencing performance-based and screen-based entertainment. This dissertation is also a crossover study between and among amusement, recreation, entertaining experiences, audience research, and events and live performances. Results will be integrated into the broader study of entertainment, where the core phenomenon under investigation is the entertainment experience. Entertainment value is a multi-faceted concept, widely used but poorly, or at least not effectively, operationalized for use in scholarly and commercial research. It is proposed herein that entertainment value refers to the type of value that screen-based products and live performances yield to those who experience these generic forms of entertainment. Entertainment value is perceived consumer value, experiential and subjective, a multi-dimensional concept and construct intrinsic to the entertainment experience. In three complementary studies, respondents are grouped based on shared subjective experiences resulting from the consumption of three different kinds of innovative entertainment products: a) an animated, short documentary film, b) one episode a described video television comedy; and c) a live cultural performance. In an innovative way, Stephenson’s Q Methodology (1953) and Typology of Consumer Value proposed by Morris Holbrook (1999) are adopted, tested and refined to empirically identify, describe and compare the subjective viewpoints of those who experience entertainment. The Q Methodology allowed for a rich description of a range of entertainment experiences from almost three hundred respondents. Interpretation of subjective reactions and self-reports, and the differences among these viewpoints, have been facilitated by and pointed to corresponding types of perceived entertainment value. In this sense, Holbrook’s (1999) typology for consumer value proved useful, by complementing in a number of ways the design and implementation of this exploratory research with Q methodology.

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Social Narratives Surrounding Dolphins: Q Method Study

Cited by 14 publications

References 19 publications

Practitioners’ perspectives on the purpose of environmental education

Practitioners’ perspectives on the purpose of environmental education

When and how to use Q methodology to understand perspectives in conservation research

Understanding entertainment value: an investigation into the subjectivity of people who experience entertainment

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